Homework Blog 19

7. An alloy is a solid combination of atoms of two or more metals.

8. Two alloys we use regularly are steel and gold. Steel is composed of iron and carbon, and it us used to make kitchen utensils, plumbing fixtures, and architectural designs. 14-carat gold is made of gold, copper, and silver, and is used to make jewelry.

9. Carbon is a nonmetal component of both steel and stainless steel.

10. Chromium-platinum (Cr3Pt) is an alloy that is also a well-defined compound. It composes some razor blade edges and is very hard.

11. Elements that behave as semiconductors are metalloids. This characteristic is logical, for metals are known to be conductive, and nonmetals are not.

12. Three elements commonly used for doping semiconductors include phosphorus (P), arsenic (Ar), and aluminum (Al).

13. The primary use of the products of semiconductor technology is for computers to process digital information. Semiconductor devices include transistors and integrated circuits, which are parts of electronics.

Homework Blog 18

1. An allotrope is two or more forms of an element in the same state that have distinctly different physical and/or chemical properties.

2. Two elements other than carbon that form allotropes are oxygen and silicon.

3. 

a. Their properties are very different; a diamond is an extremely hard substance, not electrically conductive, and is really expensive. Coal is combustible and cheap. Graphite, pencil lead, is electrically conductive, common, and cheap.

b. Their properties are different because they are allotropes of carbon, which means that they have different atomic arrangements.

c. The differences in the costs of these substances are the hardness and rareness of diamonds against the softness and commonness of coal and graphite.

4. Natural materials are uncontrolled and untouched; however, engineered materials are developed by scientists to enhance natural materials through manufacturing methods.

5. Two advantages of using engineered ceramics in high-temperature applications are they are durable and have high melting points. Two disadvantages of using engineered ceramics in high-temperature applications are they are brittle and when quickly exposed to extreme temperatures, they crack.

6. Plastics can be both soft and hard. They can be squishy for ex: water bottle, or made to be extremely hard for ex: glass. They can also be converted into optical fibers, replacing copper wires and supplying incredible communication.

Homework blog 17

13. 

a. 6 moles

b. 5 moles

c. 5 moles

14. 

a. 1 mole

b. 621 g

c. 28 g

d. 415 g

15. 14 + 16 + 16 = 46

32/46 = 70%, not 67%

16. 

a. Ag2S = 87% silver

b. Al2O3 = 53% aluminum

c. CaCO3 = 40% calcium

17. 

a. PbSO4 = 68% lead

b. 10% PbSO4 in the ore sample

c. 6.8% Pb in the total ore sample

d. 10% lead in the PbSO4 ore

68% lead in lead sulfate

18. 

a. Reusing means a product is used again for the same purpose. However, recycling means that a product can be used again in a different setting.

b. Two examples of recycling are water bottles and compost. Two examples of reusing are clothes and lunch boxes.

19. 

a. Four examples of renewable resources are solar energy, biomass, wood, and natural gas.

b. Four examples of nonrenewable resources are fossil fuels, crude oil/petroleum, gas, and coal.

20.

a. Reusing

b. Recycling

c. Recycling

21. A light bulb would only be recyclable, whereas a newspaper would be recyclable and reusable.

Homework Blog 16

1. The law of conservation of matter is neither created nor distroyed.

2. The scientific law are the laws that describe the behavior of events in nature, but they do not provide explanations for the observed behavior.

3. The terms "using up" and "throwing away" are misleading because according to the law of conservation of matter, atoms are forever.

4.
a. Not balanced - Reactant side: Sn, 1; H, 1; F, 1; Product side: Sn, 1; H, 2; F; 2
b. Not balanced - Reactant side: Si, 1; O, 2; C, 1; Product Side: Si, 1; O, 1; C, 2
c. Balanced - Reactant side: Al, 1; O, 3; H, 6; Cl, 3; Product Side: Al, 1; O, 3; H, 6; Cl, 3

5.
a. 3
b. 2
c. 1

6.
a. 1, 3, 1, 3
b. 2, 3, 2, 2
c. 4, 2, 3

7.
a. 1, 3, 2, 3
b. 2, 25, 16, 18

8.
a. Yes
-Reactants:
S: 1
O: 4
K: 2
Cl: 2
-Products:
S: 1
O: 4
K: 2
Cl: 2
b. No, because subscripts always stay the same. Coefficients can change.
c. 1, 2, 1, 2

9. 400,000 moles to spend 1 billion dollars.

10.
a. 32 g
b. 48 g
c. 100 g
d. 58 g
e. 180 g

11. The atomic mass equals the atomic weight which always stays the same for each element and thoese elements have the same atomic weight.

12.
a. 1 atom
b. .5 atoms
c. .1 atoms
d. .03 atoms

Homework Blog 15

9. Active metals are more difficult to process and refine than less active metals because more active metals combine with other elements and form compounds while less active metals stay unconnected.

10. Silver would be the easiest to process because it is un-reactive which means that it does not combine with other elements and metals.

11. Most elements exist in nature as minerals rather than pure metallic elements because they are more reactive and combine with other elements and metals, forming compounds and minerals.

12. Reaction A is more likely to occur because chromium is less reactive than calcium.

13. Reaction B would be more likely to occur because zinc is more reactive than silver, and putting a reactive metal in an un-reactive solution triggers a reaction.

14. 

a. It would be a bad idea to stir a solution of lead (II) nitrate with an iron spoon because iron is more reactive than lead and it would cause a reaction.

b. Pb2(aq) + Fe(s) --> Pb(s) + Fe2(aq)

15. Omeans the loss of at least one electron, which causes a metal to become a cation or aqueous solution, and reduction, is the gain or loss of electrons to cause a cation or aqueous solution to balance out and become a metal.

16. 
a. Au3+ + 3e --> Au

b. V --> V4+ + 4e-

c. Cu+ --> Cu2+ + e-

17. 

a. reduction

b. oxidation

c. reduction

18. 

a. Zn was oxidized because two electrons were lost and it went from a solid to an aqueous solution

b. Ni was reduced because two electrons were gained and it went from an aqueous solution to a solid/metal

c. The reducing agent was Zn

19. 

a. K+ was oxidized because it lost an electron and became an aqueous solution

b. Hg was reduced because it gained 2 electrons and became a solid

c. The oxidizing agent was Hg2+

20. 

a. Al + Cr3 --> Al3 + Cr

b. Mn2 + Mg --> Mn + Mg2

21. 

a. Electrometallurgy uses an electrical current to reduce metal ions by supplying electrons

b. Pyrometallurgy heats metals and ores to convert metal cations to atoms

c. Hydrometallurgy uses reactants in water solutions to treat ores and other metal-containing materials

22. 

a. Magnesium- Electrometallurgy

b. Lead- Pyrometallurgy

Homework Blog 14

26. Metallic elements are more likely to lose electrons than nonmetallic elements because they form cations.

27. Since nobel gasses never loose or gain electrons, they are un-reactive and chemically inert.

28.
a.cation
b.cation
c.anion
d.cation
e.anion
f.cation
g.cation
h.anion

29. Copper metal and copper (II) ions are more chemically similar chemically than oxygen with a mass # 16 and oxygen with a mass # 18. The difference between copper metal and ions is only the amount of electrons that are lost. However, the newly formed oxygen is a vital example of an isotope, a larger difference.

30. The diameter of a calcium ion would be 205 pm because 154 + 256 / 2 = 205.

31.
a. Change in color
- Chemical: rusting
-Physical: painting
b. Change in temperature
-Chemical: burning
-Physical: boiling
c. Formation of gas
-Chemical: reaction of two elements
-Physical: evaporation

32.
a. Bromine
b. Silicon

33. Mendeleev used atomic weight. In the fish kill, we analyzed the mass changes of substances compared to the normal masses in attempt to solve the mystery.

34. Argon would have needed to go after potassium and cobalt would have to go after nickel.


1.
-Atmosphere: nitrogen and oxygen
-Hydrosphere: water and dissolved minerals
-Lithosphere: petroleum and metal-breaking ores

2.
a. The three major parts of the lithosphere are the crust, the mantle and the core. The crust is the hard solid rock that contains a large portion of earths minerals. The mantle is the middle of the lithosphere and the core is the inside of the earth that is very hot.
b The crust.

3.
a. Silver: Mexico
b. Copper: Japan
c. Tin: China

4. China produces the largest masses of the eight listed resources in the table.

5. Minerals differ from ores because while minerals are naturally occurring solid compounds containing the element or group of elements of interest, ores are the environmental impact of the mining and metal processing.

6. Many factors can determine the possibility of mining a particular metallic ore at a certain cite including the percent of metal in the ore, the type of mining and processing used to extract the metal from the ore, and the environmental impact of the mining and metal processing.

7. A 19th century gold mine that was inactive for 100 years and recently re-openeed for further mining possibly because more cold was created also creating a high demand.

8. "Useful ore" means the quantity, typically represented in percent, of the mined mineral.

Lab Report

Metal or Nonmetal Lab

July 9, 2013

Julia, Sammy, Clemmy

Dr. Forman

Purpose: The purpose of this lab was to explore a few different properties of seven different elements and then choose whether each element was a metal, a nonmetal, or a metalloid.

Background/Significance: After Clemmy, Sammy and I accomplished the Metal or Nonmetal Lab, we were educated with many valuable lessons through deciding whether each element was a metal, nonmetal, or metalloid. 

Abstract: Together, our group acquired a lot of important information by completing this experiment. We started this Metal or Nonmetal Lab by labeling our well plate from A-G on a piece of paper, allowing us to determine which element was with no confusion. After we completed the first step, our group was able to begin the procedure. The answer of whether each element was a metal, nonmetal, or metalloid was not completely clear at first sight; we were forced to further examine each element by using our knowledge and making and educated guess in order to determine what each element fell under the category of. Some of the groups in our class came to different conclusions than we did; however, after completing the procedures, we were able to recognize the significance of following directions and working together as a team in order to carry out our goals. Each element that we studied had its own characteristics and even though many seemed awfully similar, there were major differences between each one. If we didn’t pay enough attention to detail, we would not have been able to understand the different properties of these elements and we would not have been able to complete this lab.

Procedure: 

1. Make a data table that will test each of the elements for various properties

2. Observe and record the appearance of each element including physical properties such as color, luster, and form

3. Observe and record the conductivity for each element. Hold two electrodes to the element and if the bulb lights up, then electricity is flowing through the sample and it is a conductor. If the bulb doesn't light up, then electricity is not flowing through the same and it is a nonconductor

4. Gently tap each element with a hammer to test the crushing property. If it flattens, then it is malleable, whereas if it shatters, it is brittle

5. Label the wells of a well-plate with the letters A-G and place a sample of each element into the well. Add 15 drops of copper (II) chloride to each well. Observe and record the reactions

6. Label the wells of a well-plate with the letters A-G and place a sample of each element into the well. Add 15 drops of hydrochloric acid to each well. Observe and record the reactions

7. Discard the well-plate and wash your hands

Results: After testing each of the seven element's properties, we were able to aggregate our data and present many different results. Element A was silver, solid, lustrous, a conductor, and when mixed with copper chloride, dark maroon particles formed. Through this, we concluded that it was a metal. Element B was silver, solid, lustrous, a conductor, malleable, greenish when mixed with copper chloride, and yellowish when mixed with hydrochloric acid. From this, we concluded that it was a metal. Element C was dark silver, solid, semi-lustrous, a conductor, malleable, bronze when mixed with copper chloride, and sort of faded when mixed with hydrochloric acid. From these conclusions we decided that it was a metal. Element D was silver, solid, lustrous, metallic, a conductor, malleable, and has no reaction when mixed with either copper chloride or hydrochloric acid. From this, we concluded that it was a metal. Element E was charcoal, solid, lustrous, metallic, a nonconductor, brittle, and has no reaction when mixed with either copper chloride or hydrochloric acid. From this, we concluded that it was a nonmetal. Element F was copper colored, had  luster, thin, a conductor, malleable, has no reaction when mixed with copper chloride, and starts to fade when mixed with hydrochloric acid. From this, we concluded that it was a metal. Element G was matte grey, dull, nonmetallic, a conductor, brittle, dissolves partly and turns black when mixed with copper chloride, and forms gas.

The outcome of the elements after drops of copper (II) chloride and hydrochloric acid were added: 

Class Data: 

            

There was aggregated data because each group determined if the element was a metal, nonmetal, or metalloid in different ways. Each group had a different way of deciding what each element was because of the various results from each experiment. An example of this is when one of the elements was not conductive, one group simply came to the conclusion that the element was a nonmetal. However, that group did not realize that the element was 

actually reactive and also had a shiny exterior.  

Pictures from the Lab: 

1.

-Checking the conductivity 

2. 

- Testing the crushing property

Questions: 

1. 

color: physical 

luster: physical

form: physical 

conductivity: physical 

reactivity: chemical 

hammer: physical 

2.  

Group one: Physical

D, E, F.

Group two: Chemical 

A, B, C, G. 

3. Elements D, E, and F fit into the physical group of elements  because they are non-reactive and have a distinctive appearance. Elements A, B, C, and G fit into the chemical group of elements because they are reactive. 

4. 

Metal: A, B, C, F

Nonmetal: E

Metalloid: D, G